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Saturday, October 31, 2015

"They thought, therefore they were, and that was that. But if they’d been assessed by the Ref, who’d have got most stars?" according to higher education network.

Descartes, Kant, Leibniz – one of them is a Ref superstar…Photo: Getty Images/Alamy

Today’s philosophers are used to dancing to the tune of theResearch
Excellence Framework (Ref). They have to publish their articles in
reputable journals and their books with university presses. They have to
generate impact and contribute to their research environment.But how would the great philosophers of the past have fared under
this system? Surely if they were truly great then they would have done
well? Not necessarily.

Take Plato, Aristotle and Thomas Aquinas: they all wrote extensively
and much of that proved to be very influential. But sadly for them, they
lived in an age when such writings were only available as handwritten
copies of manuscripts rather than as true publications and there were no
journals in which to place shorter pieces of work.

So to find the most Ref-able philosopher who ever lived, we need to
look at later philosophers, who had journals they could publish in and
presses that would bring out their books.

Immanuel Kant might look worthy of the nod – his three Critiques
shaped a lot of the philosophy that came afterwards. However, those
works were preceded by an 11-year hiatus in which he published nothing
whatsoever – which means there would have been an entire Ref cycle for
which he would not have been eligible.

We may presume that his justification for this career break – that he
had used that time to wake up from his dogmatic slumber – would have
cut little ice with his (admittedly fictional) research coordinator.

What, then, of René Descartes? Although he produced some classic books, such as the Meditations on First Philosophy and Principles of Philosophy
(which are surely of four-star quality), it is doubtful that he would
have published enough to have the required four outputs during any six-
to seven-year Ref cycle.

He could have requested that some of his books be double-weighted, but his preference for writing quite short works, such as Passions of the Soul,
makes it doubtful that this request would have been approved. And so
Descartes probably would not have been Ref-eligible at any point of his
career.

The real winner, I suspect, would have been Gottfried Leibniz. For one
thing, he was the first of the great philosophers to publish
prolifically in journals, authoring more than 100 articles over the
course of his career. These articles appeared in the top European
journals of his day too, such as the Acta Eruditorum, Histoire des
Ouvrages des Savants, and Journal des Sçavans. Plenty of four-star
output there. Read more...Source: The Guardian

"It doesn’t take much to cause everyone on the internet to go a little
crazy, so it’s not completely surprising that an incorrect answer on a
child’s math test is the latest event to get people fired up." continues GOOD Magazine

The test
in question asked kids to solve 5x3 using repeated addition and the
correct answer is “5 groups of 3” not “3 groups of 5.” This is a typical
type of question set by the Common Core but has many questioning this
type of standardized testing and how it affects learning.

After an image of the test was uploaded toImgur,
many took to voicing their opinions on both sides of the argument. One
commenter took up the side of the student, saying, “As an instructor:
fuck it. I am actually happy when I see people finding alternative ways
to solve the problems.” While another said, “Actually the teacher is
correct. 5*3 means 5 times the number 3, or 3+3+3+3+3. Understand, we
are not in the room when it was TAUGHT.”One thing we can all agree on is that 5+5+5= people on the internet love to argue.Source: GOOD Magazine

"If you want to get a good scare for Halloween but you’re not
interested in anything gory, maybe math is right for you. A lot of
people seem to find it scary, and for good reason." summarizes Evelyn Lamb, Postdoc at the University of Utah.

ISONOMIA
is a philosophy journal founded in 2001 within the Philosophy
Department of the University of Urbino. It comprises three sections
(Epistemologica, Teoretica and Storica). All submitted articles are
double-blindly reviewed. The journal publishes articles in Italian or
English that focus on the topics described in the relative sections.

ISONOMIA is directed by Gino Tarozzi, and each of the three sections has its own editor and a separate scientific committee.

Teaching and Learning Mathematics. Some past and current approaches to mathematics education byLaura Branchetti,(University of Palermo)

Today
mathematics education arouses the interest of various subjects: not
only insiders, such as mathematicians, teachers, pedagogists,
philosophers, and psychologists, but also policy makers and
entrepreneurs. Although the debate on mathematics education is lively
and multi-faceted, it is often its socio-economic impact, more than
other aspects, that comes under the spotlight. Mathematical competence,
problem solving, mathematical skills required for technological
development and in everyday life are indeed the keywords of mathematics
education today. However, looking into the past or to the future, other
issues and new challenges are brought into light, and we are led to
recognize some surprising resemblances between the approaches in
different historical periods or even, mutatis mutandis, some common
structures or similar concerns. The contributions collected in this
volume present different perspectives (past and present) on mathematics
education. Some contemporary theories are taken into account and
analyzed in order to bring out and clarify the key points of the current
debates and stimulate discussion in view of future developments. Since
the topic is complex and involves different disciplinary areas, we have
invited mathematicians, historians of mathematics, psychologists,
philosophers and researchers concerned with these issues to lead us in
the exploration of the different aspects of mathematics education.Read more... (PDF) Source: Isomomia andPanagiote Ligouras - Facebook

Stephen Downes reports "In recent years the massive open online course (MOOC) has become widely popular, but it has also demonstrated some of the key challenges facing online students. Challenges to MOOCs have included high dropout rates and the need for students to be self-sufficient online."

In this talk the developer of the original MOOC, Stephen Downes, addresses this challenge by underling a set of competencies or skills recommended for both teachers and learners in virtual environments. These competencies, which he describes as ‘critical literacies’, support an approach to online learning based in an immersive online pedagogy in a personal learning environment supporting engagement with online courses, communities of practice, and workplace communities.Critical Literacies and the Challenge of Online Learning

Students who are presented with unfamiliar
concepts, asked to work through them, and then taught the solution
significantly outperform those who are taught through formal instruction
and problem-solving. The approach is both utterly intuitive—we learn
from mistakes—and completely counter-intuitive: letting kids flail
around with unfamiliar math concepts seems both inefficient and
potentially damaging to their confidence.

Kapur believes that struggle activates parts of the brain that trigger deeper learning.
Students have to figure out three critical things: what they know, the
limits of what they know, and exactly what they do not know. Floundering
first elevates the learning from knowing a formula to understanding it,
and applying it in unfamiliar contexts.

The education ministry in Singapore has given
Kapur over $1 million to explore productive failure, including a
$460,0000 grant to train teachers for 11th and 12th grade statistics.

He
learned the approach firsthand as a student at the National University
in Singapore. He spent four months trying to solve a non-linear
differential equation in fluid dynamics. His teacher finally let on that
the problem was unsolvable with math alone (it required computation).
Frustrated, he asked why he had allowed him to waste so much time. It
wasn’t wasted, the teacher explained; Kapur now truly understood the
problem he was trying to solve. As a teacher himself, Kapur wondered
whether this method could be more broadly applied.Read more...

The Criticism of No CriticismIn this culture, we are asked to live through stories that make no
sense but that we are not allowed to criticize—unless the criticism
itself confirms the stories.Take Nicholas Carr’s recent book The Glass Cage: Automation and Us,
a detailed critique of our over-dependence on Cowen’s intelligent
machines. A good part of Carr’s critique is pragmatic: the computers we
depend on are not as safe or productive as we have been led to think
they are—in large part because the human attendants to the computer’s
work (Cowen’s freestylers) are “deskilled” and have become complacent.
Carr provides multiple examples of the dangers of our growing dependence
on computers in the airline industry (where some pilots have forgotten
how to fly, especially in crisis situations), in medicine (where doctors
who have lost the ability to diagnose), and in architecture (where
architects no longer know how to draw). (Carr doesn’t mention the most
ominous use of AI: autonomous weapons like Britain’s “fire and forget”
Brimstone missiles. Will these military innovations breed a generation
of soldiers who can’t shoot straight?)

While Carr is rightly concerned with the consequences of our digital
dependencies, he does not come close to calling for the abandonment of
an economy based on computers. Rather, he is asking for a correction. He
doesn’t condemn computers, or automation, or freestyling; he simply
reminds us that we should use digital power as a tool and not be
displaced by it. It is a position that Cowen would very likely agree
with. Carr simply calls for “wisdom” and, to use an engineer’s term,
recalibration. A Luddite he’s not.

Which isn’t to say that Carr lacks sympathy for the Luddites, for
there is more substance to his critique than concern with safety. For
Carr, the deskilling of labor through computer automation is not only
inefficient and unsafe, it is also dehumanizing. Carr makes frequent
appeal to familiar ethical concepts like “freedom”—“all too often,
automation frees us from that which makes us feel free”—and “humanity”—
“automation confronts us with the most important question of all: what
does human being mean?” At one point, Carr seems to answer this
question by saying, “We are, after all, creatures of the earth.” This
means that we are not just the dematerialized phantoms that AI seeks; we
are embodied in a particular world:

Getting to know a place takes effort, but it ends in
fulfillment and in knowledge. It provides a sense of personal
accomplishment and autonomy, and it also provides a sense of belonging, a
feeling of being at home in a place rather than passing through it.

Invoking Karl Marx, Carr complains that “in case after case, we’ve
seen that as machines become more sophisticated, the work left to people
becomes less so.” He worries that “when automation distances us from
our work, when it gets between us and the world, it erases the artistry
from our lives.”Read more... Source: PopMatters

Differentiation Made Possible: Hapara Workspace for Google AppsDate and time:Thursday, November 19, 2015 1:00 pm Eastern Standard Time (New York, GMT-05:00) Duration:1 hourDifferentiation
and personalization for deeper learning requires teacher planning and effort. In
this webinar
you will hear how two teachers streamlined the process of differentiating
learning in their classes using Hapara’s Workspace and Google Apps.Register Nowfor this Free Event

Whether it’s new material emerging in the field or content from previous courses that students have yet to master, teachers struggle with what should be covered in a course. Cutting, trimming, and wedging more content into an already jam-packed syllabus leads to agonizing decisions and unrealistic expectations. Perhaps it’s time to rethink the role of content in teaching and learning.

This
seminar will teach you innovative ways to think about the content that
is critical for your students to learn and remember. You'll explore the
mission of content in the classroom and how to use it to provide
high-quality instruction. Join Nicki Monahan, M.Ed.Tuesday, November 10, 2015 | 01:00PM Central | Length: 40 Minutes for Taming the Monster: Rethinking the Role of Content, a live, interactive discussion that reexamines the role of content in learning and how to manage it for a richer classroom experience.

Register today and you'll be able to:

Identify the underlying problems created by the "content coverage" model of teaching

Answer critical questions about content problems

Analyze the role of content in learning from new perspectives

Implement strategies for effectively using content to enhance student learning

When we shift our focus from covering content to using content, curriculum design becomes less a matter of determining “what” to teach and more a matter of “how” to facilitate learning.Register for Taming the Monster: Rethinking the Role of Content and find new ways to think about and manage the content in your courses.

"Have you ever wanted to be a learning designer but don’t know how to get there? This video shares the journey from teacher to designer and how Simon Rupniak made the move." writes Georgina Taylor, Marketing Coordinator for the UK, focuses on social media, events and digital marketing.

As part of Learning Now TV’s ‘Learning Designer’ series Simon Rupniak, one of our learning designers talks about why and how he got into the role and a recent project he has been working on.

During Simon's teaching career he used a variety of methods to keep his learners engaged and involved with his lessons, from theory outside of the classroom to self-directed learning. This approach is incorporated in Simon’s work, not only to design effective elearning but to also be part of a blended solution that provides more of a holistic approach to learning for his clients.

In this short video Simon shares how he is using the latest learning technology such as virtual classrooms spread across continents and time zones to create a more collaborative environment for learners.

The quality of scholarly editing is ‘extremely uneven’, says Brian Bloch, journalist, academic editor and lecturer in English for academic research at the University of Münster.

Writing skills and academic skills are clearly not one and the same.There is no doubt a correlation between the two, but even truly
outstanding researchers do not always write well. Likewise, their work
is not always well edited or translated.

Academics whose native language is not English are confronted with
particular challenges in getting published (and in getting their work
well edited). Over the past decade especially, the editing industry has
burgeoned in the wake of an ever increasing globalisation of research
and of academia in general.However, this industry is insufficiently (if at all) controlled, and
is often seriously problematic. Quality is extremely uneven, and users
of editors, both direct (clients) and indirect (journals and readers),
may fall prey to several “myths”.

The “good enough” mythMy first myth is the belief that cheap editors will still be good enough. This is seldom the case.The problem is that in order to edit an article well, one needs not
only to know the subject in question at a postgraduate level, but also
how to write well and appropriately. Moreover, they must be motivated to do the job comprehensively.It is not easy to find people with this combination, and if you take a
cut out of an already not-so-wonderful hourly rate, a rushed job is all
the more likely.When an underqualified or undermotivated person gets to work, the
result is often so feeble that one would never know that someone had
been through the paper at all.Read more... Source: Times Higher Education (blog)

"It has often been seen that students
opting for higher education, pay a lot of attention to the setting of
the campus apart from its ranking and quality of education." summarizes Board, Edtech magazine by Foradian Technologies. Cover everything about edtech from latest technology updates to disruptive edtech ideas.

A beautiful
campus can add an extra point to the preference chart of students who
are looking for that tranquil setting that’ll provide them the richest
of experience. Find below, the list of 5 most beautiful campus in the world that deserves a mention, apart from it’s academic record.

University of Oxford, England

Photo: University of Oxford, England

The origin of the university dates back to 1438 and it’s not just popular for its status or the extremely gruelling entrance exam, it’s also popular for the grandeur and beauty. One of the most beautiful campus in the world, the major attraction in the campus is the Codrington Library that houses an immense collection of books on all possible subjects. The university grounds, the Botanic Gardens, the Ashmolean Museum of Art and Archaeology echoes years of history and oozes beauty together.Read more...

Wednesday, October 28, 2015

Asma
Zaineb, Online Marketing Manager at CommLab
India inform, "Do you wish to know how organizations have leveraged the full potential of
mLearning to satisfy their training needs? Interested in knowing what it takes
to design an effective strategy to implement mLearning efficiently and integrate
mLearning programs with other training initiatives effectively?" You will
find answers to these questions and much more in our live webinar series, Mobile
Learning 101: The Nuts and Bolts of Getting Started. This series of 4 webinars
is for the training professionals who wish to make the most of this learning
medium.

Register for this live webinar series and get your questions
answered in real-time.Reserve Your Spot Now!The webinars answer the following. • How mobile learning is
different from eLearning • How mobile learning solutions can be used along
with existing training programs • What are the learning design strategies to
create highly effective courses for the mobile • What are the strategic,
technological and infrastructure aspects that need to be considered before
foraying into mobile learning

"How studying "the humanities" will make you a better and more successful scientist, as well as a better human being." according to Chad Orzel, write about physics, science, academia, and pop culture.

The author speaking at TED@NYC in 2013. Cell-phone photo by Terry Plank.

My “day job” is as a professor atUnion College
in Schenectady, NY, a small liberal arts college, and because of that,
I’ve offered a bunch of academic advice. I’ve written about why small colleges are a great place to be a science major, what science students should study in college, and why non-science majors should take science classes. This covers most of the topics on which I’m most obviously qualified to give advice.The obvious gap in this collection of advice is why science students ought to take non-science
classes. I sort of feel like I shouldn’t need to write this, as essays
defending the importance of the collection of academic disciplines known
as “the humanities” (a term I hate, because it implies that the
sciences are inhuman, which is very far from the truth)
are an evergreen topic in writing about academia. Lots of scholars of
arts and literature have written at great length about why the study of
art and literature and history and philosophy and all the rest matters
even in our modern, technological, consumerist age.

The problem is, I mostly hate what they come up with. I wouldn’t be
where I am and do what I do if I didn’t believe that arts and literature
and the study thereof have an important role in the world, but most of
the defenses people offer are just maddening to me. They’re soaringly
vague, or make grandly empty claims about “big questions” and “critical
thinking” (as if those don’t come up in science), or attempt to
distinguish themselves from science in a way that mostly serves to
demonstrate that the author knows basically nothing about the practice
of science. (One of these made me get a little rant-y yesterday, and is the proximate cause of this post.) They purport to be defending “the humanities” from attacks, but mostly just pander to the sensibilities of an educated elite who already agree with them.

I’ve read a lot of these, and hardly a week goes by without
another one showing up in my various social-media feeds. But I’m
consistently disappointed by the failure to articulate a clear, concrete
case for the value of arts and literature in terms that make sense to
somebody who isn’t already committed to these fields. Which I guess
means I’ll have to make my own attempt at it.Read more...

Chad Orzel third book entitled Eureka: Discovering Your Inner Scientist, published December 2014 by Basic Books."Even in the twenty-first century the popular image of a scientist is a reclusive genius in a lab coat, mixing formulas or working out equations inaccessible to all but the initiated few. The idea that scientists are somehow smarter..."

Academies
were first established in 2002. By 2015 there were over 4000. As a
result, it is important to understand their impact on the English state
school system.

NFER have published a variety of work directly addressing the issues arising from the Academies programme:

An analysis of examination performance comparing different groups of secondary academies with comparable maintained schools

A rapid review of evidence
on the performance of academy schools based on 13 key studies. This
aims to make a contribution to understanding current research with a
view to identifying gaps and drawing conclusions

A think piece arguing that any future
expansion in the number of academies should be motivated by a clear
vision as to what long-term outcomes for learners academy policy is
aiming to achieve

New survey data exploring parents knowledge about academy schools and the extent to which they would like more information

An authoritative factsheet.

There is also a range of work on issues
around school structures that is relevant to the discussion of
academies, including: school improvement and the middle tier;
intervention and accountability; governance; school leadership and
system leadership.

"For
those of us who work in education, whether teaching or creating courses and
curriculum, learning design is central to what we do." writes Scott Johnson, Chief Business Development Officer, A Pass Educational Group.

A Pass Educational Group and Learnosity writes "This paper explores the capabilities of the Learnosity math & chemistry scoring engine used in technology-enhanced items, demonstrating the many advantages of this feature from both an educator and student perspective. From basic formulas to the more complex mathematical expressions, the powerful auto-scoring math engine enables advanced, rule-based auto-grading."

"The national drop in math performance seen today in the 2015 National
Assessment of Educational Progress – the first decline after 20 years of
a steady climb — has triggered a lot of fretting and speculating on why
scores faltered." according to Maureen Downey, Discuss, learn and share news and opinion.

In Georgia, eighth-graders held steady in math but
fourth-graders scored four points lower than in 2013. Eighth-graders
scored two points lower in reading, while fourth-grade scores remained
the same from the last NAEP test in 2013. Fourth-grade reading was the
only area where Georgia students exceeded the national average.

In a statement, Georgia School Superintendent Richard Woods
said, “These results underscore the importance of strengthening our
students’ foundational skills in reading and math. At the state level,
we’re committed to supporting districts in that work by producing better
resources for teachers, fully vetting any new standards and
initiatives, and providing greater flexibility so schools have room to
innovate.”Here are some examples of what’s being said this morning about the newly released NAEP data:Read more...

First in a New Generation of Enterprise-Level Courseware Authoring Solutions

Acrobatiq,
a leading learning optimization company in the fast growing adaptive
learning market, announced today at EDUCAUSE 2015 the launch of its
Smart Author™ Adaptive Learning Platform – the first in a new generation
of enterprise-level course authoring and data analytics solutions for
higher education institutions to rapidly develop, deliver and
continuously improve high quality online courses and programs.

Acrobatiq Smart Author enables
best practices in data-driven instructional design through easy-to-use,
web-based tools for the development of outcomes models; rich content and
assessment tied to outcomes; adaptive course delivery; and powerful
analytics showing who is learning and who is not, which content works
and which content does not, and where to focus time in making
improvements.

Institutions can use Smart Author
to extend high-quality educational access online through instructionally
effective and mobile-ready seat or competency-based programs; to
facilitate blended instruction where foundational learning occurs online
and outside the classroom; and to improve learning outcomes in "red
flag" or traditionally high failure courses by developing "smart"
courseware that personalizes student learning.

Acrobatiq's approach to learning
optimization has roots in 12 years of groundbreaking cognitive and
learning sciences research from Carnegie Mellon University's
Open Learning Initiative, and is proven to produce measurable
improvements in student outcomes including reduced time spent to achieve
equal or greater learning gains.

"Historically, building adaptive
courseware required partnering faculty with cognitive and data
scientists, instructional designers, and software developers. With Smart
Author, we built those functions right into the tool, so we can now get
out of the way and let institutions and faculty develop their own
data-driven, adaptive courses," said Eric Frank, Acrobatiq CEO.

Features of Smart Author include
tools to develop outcomes models, pre-built page layout templates, an
intuitive WYSIWYG authoring interface, and more than 25 embeddable
activity types designed to enable students to receive immediate and
targeted feedback. Using predictive analytics, courseware created with
Smart Author collects, analyzes and models student learning data.
Dashboards show, in real time, objectives and concepts that students
find difficult to master, pinpoint at-risk students, and enable
educators to provide targeted interventions at the point of need.

Acrobatiq Smart Author is a
cloud-based software-as-a-service solution, purchased as an annual
subscription and supported by professional services to ensure successful
and sustainable implementation.

Acrobatiq is a learning optimization and analytics company backed by Carnegie Mellon University,
helping educators and academic leaders develop, deliver and continually
improve high quality and instructionally effective online learning
programs and degrees.

Building on CMU's historic
strengths in learning science, and the Open Learning Initiative's
evidence-based research in online learning, Acrobatiq's Smart Author™
Adaptive Learning Platform, Professional Services, and portfolio of
Smart Courseware™ content, enable the rapid development and
cost-effective delivery of online learning that adapts to the needs of
each learner. Predictive insights generated from student learning data
provide educators and other key stakeholders – in real time – with
detailed information about which students need help, and where,
improving student achievement.

Most col­lege stu­dents work to pay for school. It’s
been that way for dec­ades. But where earli­er gen­er­a­tions of young
people could earn enough to cov­er tu­ition and oth­er ex­penses,
today’s stu­dents are tak­ing out loans to make ends meet. And as the
na­tion’s col­lege stu­dents be­come a more var­ied bunch, the
fin­an­cial re­spons­ib­il­it­ies they shoulder are in­creas­ingly
nu­mer­ous.

A quarter of col­lege stu­dents are now both full-time work­ers
and full-time stu­dents. Many more are work­ing closer to full-time.
Nearly 40 per­cent of un­der­gradu­ate stu­dents and 76 per­cent of
gradu­ate stu­dents work at least 30 hours a week, ac­cord­ing to the
re­port. Many are older, with fam­il­ies to sup­port. Nearly 20 per­cent
have chil­dren.

As the na­tion’s col­lege stu­dents have be­come more
var­ied—ra­cially, in terms of life stage, and, crit­ic­ally, wealth—the
cost of earn­ing a de­gree has climbed. Stu­dent-loan debt has
bal­looned bey­ond a tril­lion dol­lars. Sen. Eliza­beth War­ren is
among the law­makers who has ad­voc­ated for stu­dent-loan re­form,
point­ing out that when she was a stu­dent, a sum­mer job was
suf­fi­cient to pay for school. Now, a stu­dent work­ing full-time
earn­ing min­im­um wage would make around $15,000 in a year, which is
less than tu­ition and liv­ing ex­penses at most schools. Ac­cord­ing to
the Col­lege Board,
an un­der­gradu­ate stu­dent pay­ing in-state tu­ition at a four-year
col­lege is look­ing at about $19,000. Private four-year schools run
closer to $43,000.

“Today, al­most every col­lege stu­dent works, but you can’t work
your way through col­lege any­more,” An­thony P. Carne­vale, dir­ect­or
of the cen­ter and the re­port’s lead au­thor, said in a state­ment.
“Even if you work, you have to take out loans and take on debt.”

Work­ing, the re­port notes, can open ca­reer op­por­tun­it­ies
for stu­dents. But, par­tic­u­larly for first-gen­er­a­tion and
low-in­come col­lege stu­dents, work­ing long hours can lead to poor
grades, or worse, drop­ping out. While stu­dents from wealthy fam­il­ies
can af­ford to take un­paid in­tern­ships to gain hands-on know­ledge
in their de­sired field, low-in­come stu­dents of­ten end up in
res­taur­ant or re­tail po­s­i­tions.Read more...

Dian Schaffhauser, writer who covers technology and business for a number of publications reports, Blackboard Learn
is getting a cluster of new features and assuring its customers that
the flagship software still matters even as the company pursues
development of its next-generation software.

Sometime during the next
two months the company will be rolling out updates to version 9.1
of the learning management system that will be of use to schools
pursuing competency-based learning and seeking to exchange grade
information between the LMS and the student information system.The biggest update is the addition of a goal performance dashboard
building block to map goals to courses within Learn. This tool,
intended for competency-based education environments, lets learners and
instructors track progress toward competencies and other learning
milestones.Grades Journey bolsters integration between Learn and the SIS to
allow data exchange, such as grades between the two types of
applications.For K-12 schools and districts using PowerSchool SIS, the
integration allows for "hands-free" syncing of users, classes,
enrollments, assignments and grades.Additional updates include small enhancements or fixes. For example,
users will be able to navigate to the next or previous thread in a
discussion from the thread detail page instead of having to go through
the discussion forum page. Also, "multiple fixes" to grades reporting
will surface as will updates to content folders and notification
processing.Read more...

About Blackboard Inc.

Blackboard
is the world's leading education technology company. We challenge
conventional thinking and advance new models of learning in order to
reimagine education and make it more accessible, engaging, and relevant
to the modern-day learner and the institutions that serve them. In
partnership with our customers in higher education and K-12 as well as
corporations and government agencies around the world, our mission is to
help every learner achieve their full potential by inspiring a passion
for lifelong learning.

For more information about Blackboard, follow us
on Twitter @Blackboard.

"Your job experience could translate into a higher education." inform Greg Lee, reporter.A
growing number of colleges and universities are crediting students for
the knowledge they've gained through their professional lives.Irvine-based Brandman University works to serve non-traditional students like military members or people with full-time jobs.Brandman's
part of a growing network of schools offering a competency-based
education, which helps students earn degrees faster and for less.In the video below, Orange County reporter Greg Lee has more on how competency-based education programs work.

Contact me

About Me

Hello, my name is Helge Scherlund and I am the Education Editor and Online Educator of this personal weblog and the founder of eLearning • Computer-Mediated Communication Center.
I have an education in the teaching adults and adult learning from Roskilde University, with Computer-Mediated Communication (CMC) and Human Resource Development (HRD) as specially studied subjects. I am the author of several articles and publications about the use of decision support tools, e-learning and computer-mediated communication. I am a member of The Danish Mathematical Society (DMF), The Danish Society for Theoretical Statistics (DSTS) and an individual member of the European Mathematical Society (EMS). Note: Comments published here are purely my own and do not reflect those of my current or future employers or other organizations.